THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


PUBLISHERS'     PREFACE. 


To-day  thousands  «"f  young  men  and  women  are  pursu- 
ing the  study  of  Short  hand.  Hundreds  of  thousands 
would  do  eo  if  they  had  the  opportunity. 

This  book  offers  a  most  excellent  "opportunity  to  the 
large  and  increasing  number  of  deserving  young  people 
who  wish  to  learn  the  art  of  swift  writing. 

This  book  is  exactly  suited  to  self  -instruction. 

It  was  prepared  by  one  of  the  swiftest  Stenographers 
and  most  expert  teachers  in  America.  Professor  Moran, 
the  author,  was  Court  Reporter  for  eight  years,  serving  a 
portion  of  this  time  in  Judge  Gresham's  Court,  and  re- 
porting cases  for  Vice -President  Hendncks,  General  Ben. 
Harrison,  Senator  Voorhees  and  other  prominent  lawyers. 

He  taught  Short -hand  with  great  success  for  seven 
years  at  the  University  of  Iowa,  and  has  perhaps  given 
instructions  in  Short-hand  to  more  persons  than  any 
other  living  teacher.  The  books  of  which  he  is  the  author 
are  used  in  hundreds  of  c  lieges  and  hiirh  schools. 

This  little  work  has  been  prepared  with  great  care,  and 
we  confidently  believe  that  any  intelligent  student  can 
obtain  a  thorough  knowledge  of  all  tbe  essential  prin- 
ciples of  the  Pitman  System  by  an  honest  study  of  its 
pages. 

Every  beginner  Is  earnestly  recommended  to  avail  him- 
self of  tiie  lessons  by  mail  to  which  the  coupons  at  the 
back  of  the  b»ok  entitle  him.  A  certain  amount  of  in- 
dividual instruction  just  at  the  outset  is  of  very  great 
importance  to  the  student  just  starting.  If  YOU  will  only 
begin  right,  you  will  avoid  mistakes  that  migat  otherwise 
prove  serious. 

The  author  also  agrees  to  send  to  each  learner  Cards  of 
Introduction  to  other  students  of  Short-hand,  with  whom 
he  may  carry  on  a  correspondence,  making  use  of  char- 
acters to  some  extent  Letter-writing  in  t>hort-hand  is  a 
great  benefit  to  the  person  who  studies  at  home,  and  it  is 
as  helpful  as  it  is  interesting. 

The  foolish  notion  once  prevailed,  that  only  a  genins 
could  learn  Short- hand.  The  old  text  books  published 
twenty  years  ago  were  difficult  to  learu  from.  A  book 
that  is  easy  and  simple,  like  this  one,  which  is  an  outcome 
from  the  many  years  experience  of  a  practical  teacher, 
will  enable  the  intelligent,  earnest  student  to  accomplish 
wonders.  To  every  ambitious  young  man  and  young 
woman  we  say,  Take  this  book  and  study  it  faithfully  an 
hour  more  or  "less  every  day,  and  you  will  find  stenography 
as  easr  to  understand  as  it  is  useful  in  business  and 
beautiful  in  theory. 

New  Tork  City,  January,  1892 


OUTLOOK. 

The  "value  of  stenographic  writing  as  an  accomplish- 
ment, and  as  a  part  of  a  practical  business  education,  is 
so  obvious,  and  the  proofs  of  its  utility  so  various  and 
satisfactory,  that  the  demand  for  a  knowledge  of  the  art 
is  spreading  with  an  increased  rapidity.  The  pursuit  of 
stenography  as  a  distinct  calling  has  grown  beyond  all 
expectation.  Already,  in  each  of  the  older  states  and 
principal  cities,  the  number  of  those  engaged  in  the  short- 
hand writing  business  reaches  into  thousands.  The  work 
is  pleasant,  instructive,  and  profitable.  Will  it  remain 
so?  We  will  notice  a  fact  which,  in  many  minds,  is  the 
occasion  for  anxiety  as  to  the  future  —  the  increasing 
j  amber  of  students.  But  it  should  be  borne  in  mind  that 
a  large,  perhaps  the  larger,  part  of  learners  wish  ste- 
nography as  an  accomylishment.  Besides,  thousands  of 
young  men  every  year  resign  their  positions  as  stenog- 
raphers to  enter  some  profession  or  commercial  enter- 
prise. Fully  as  many  young  women,  also,  reluctantly 
though  it  may  be,  annually  give  up  short-hand  for  the 
more  tranquil  life  in  a  home  of  their  own.  Other  natural 
causes  also  keep  thinning  the  ranks.  On  the  other  hand, 
and  for  various  reasons  not  necessary  to  enumerate,  the 
demand  fora  greater  number  of  stenographers  continually 
increases.  We  know  of  nothing  likely  to  check  this  de- 
mand, while  certain  events,  likely  to  come  to  pass,  as,  for 
example,  the  perfection  of  long-line  telephones,  would 
almost  double  the  amount  of  stenographic  work  to  be 
done.  When  the  knowledge  of  short-hand  shall  have  be- 
come universal,  the  stenographic  profession  will  still  ex- 
ist; just  as  book-keepers  would  still  be  needed,  although 
every  one  understood  arithmetic  and  the  science  of  ac- 
counts. So  important  has  short-hand  become,  that  the 
time  approaches  when  a  knowledge  of  it  will  be  con- 
sidered an  indispensable*part  of  a  business  education. 


INTRODUCTION. 


The  aim  of  this  work  is  to  present  the  Pitman  system  in 
the  concrete — not  merely  In  the  abstract;  to  teach  the 
how  of  short  hand,  rather  than  the  ivhy  of  it. 

The  method  of  Instruction  employed  is  practical  and 
progressive.  The  principles  are  taken  up  and  explained 
in  an  orderly  manner,  and  the  student  directed  how  to 
apply  them  correctly  in  the  work  of  forming  the  characters 
rapidly  and  artistically.  Two  or  three  new  principles  only 
are  introduced  in  a  single  lesson,  and  a  list  of  words  i 
serted  which  are  to  be  written  In  accordance  therewith. 
The  words  chosen  for  this  purpose  are  those  in  common 
use.  The  drill  which  enables  the  learner  to  write  and 
read  them  with  the  required  speed,  fixes  the  characters 
firmly  in  his  memory.  No  word  or  phrase  Is  introduced 
until  the  learner  has  been  fully  directed  how  to  write  it  in 
the  proper  manner.  The  student  who,  taking  the  lessons 
In  turn,  masters  each,  will,  upon  completing  the  course* 
be  a  competent  writer  of  short-hand. 

In  Lesson  1,  will  be  found  a  key  and  explanation  of  the 
short- hand  characters  given  In  the  accompanying  plate- 
Compare  your  work  frequently  with  the  engraved  charac- 
ters. Write  a  small  hand;  place  your  words  closely 
together,  speaking  them  aloud  as  you  write  thenit 
Occasionally  read  over  what  you  have  written.  Three 
important  rules  are:  1,  practice;  2,  practice;  3,  practice  I 
All  beginners  write  too  largo.  You  probably  do.  Your 
characters  should  be  but  little,  if  any,  longer  than  those 
shown  In  the  lesson.  Some  practice  with  a  pencil  Is  use- 
ful, but  a  pen  should  be  used  mostly. 


WHAT  TO  DO. 

I.  Always  write  on  ruled  paper,  and  hold  your  pen  in 
a  nearly  upright  position. 

•2.  Send  a  copy  of  plate  1  to  the  author,  at  St.  Louis,  for 
correction. 

3.  Use  good  black  ink,  and  whatever  pen  you  find  most 
satisfactory. 

4.  Read  over  at  least  once  everything  you  write. 

5.  Practise  every  day   without  fail,  if  only  for  a  lew 
minutes. 

6.  Practice  on  no  matter  not  found  in  your  lessons. 

7.  Write  a  good  deal  from  dictation ;  that  Is,  exercises  as 
they  are  read  aloud  to  you.     If  possible,  get  a  fellow- 
student;  dictate  by  turns  and  criticise  each  other's  work. 

8.  Occasionally  read  over  an  exercise  written  a  week 
previously. 

9.  Each  exercise  should  be  written  slowly  at  first,  grad- 
ually Increasing  the  speed  afterwards. 

10.  Learn  each  word  well,  for  it  is  always  expressed  by 
the  same  character  in  actual  reporting. 

II.  Form  the  habit  of    phrasing,  or  joining  words  to- 
gether. 

12.  Write  email;  remember  the  standard,  one-sixth  of 
an  inch. 

13.  Hold  your  note   book  firmly  by  placing  your  left 
thumb  and  finger  two  inches  above  the  base  line. 

14.  Always  carry  some  short- hand  matter  with  you  to 
study  spare  moments. 

15.  Whenever  prc;yer  in  writing,  employ  the  characters 
you  have  learned. 

16.  Corresponding   with   other    short-hand  students  is 
earnestly  recommended. 

17.  When  this  course  of  lessons  has  been  learned,  the 
student's  practice  need  not  be  limited  to  the  exercises 
here  given,  but  easy  newspaper  articles  the  prose  part  of 
school  readers,  printed  collections  of  business  letters,  and 
published  reports  of  law  and  convention  proceedings  may 
be  profitably  used  for  this  purpose.    Great  care  should  be 
taken  to  write  each  article  properly  the  first  time,  and  to 
re-write  it  afterwards  not  less  than  half  a  dozen  times 
with   gradually    increased    speed.    Those   students   who 
study  short-hand  with  the  view  of  making  it  profitable  in 
business,  would  do  well  to  provide  themselves  with  a  copy 
of  the  "Keporting  Style,"  a  book  for  professional  stenog- 
raphers.    The  price  of  this  book  is  $1.50.    Sample  pages 
are  sent  free.  Address,  Central  College  of  Correspondence, 
St.  Louis,  Mo. 


ADVICE  TO  THE  STUDENT. 

BY    THE    AUTHOR. 


Would  you  like  to  be  able  to  write  short-hand?  Cer- 
tainly. Short-hand  will  pay  you;  besides,  it  you  do  not 
learn  it,  you  will,  by-and-by,  be  considered  behind  the 
times.  A  knowledge  of  this  art  cannot  be  picked  up  in 
the  street.  It  will  take  a  little  work,  but  of  course  you 
have  patience  and  grit.  You  would  like  the  assistance  of 
a  kind  and  skillful  teacher?  But  if  you  have  none,  per- 
haps you  will  allow  me  to  be  your  instructor?  I  will  not 
forget  that  you  are  just  beginning,  and  that  you  need 
every  point  made  as  clear  and  plain  as  possible.  Yes, 
certainly,  I  can  teach  you,  and  I  have  no  doubt  you  will 
work  faithfully,  and  have  this  wonderful  art  of  swift 
writing  well  learned  in  just  a  few  months.  I  feel  quite 
sure  I  can  help  yon  over  all  the  hard  places,  for  I  have 
taught  many,  yes,  very  many,  young  persons  of  your  age. 
And,  to  be  honest,  I  must  say,  too,  that  there  are  some 
persons  of  your  age,  and  some  still  older,  that  I  do  not 
like  to  teach  —  I  would  really  rather  not.  Why?  Because 
they  do  not  treat  their  teacher  just  right.  They  agree  to 
work  at  short- hand  every  day,  a  little,  any  way.  Then 
after  awhile,  without  any  good  exc-  se,  they  skip  a  day, 
»ud  that  causes  trouble.  By-and-by  they  skip  another 
day;  then  next  they  miss  two  dajs.  Instead  of  copying 
each  lesson  ten  times,  or  more,  they  write  it  nine  times, 
then  eight,  then  seven,  and  at  last  only  once.  Of  course 
they  do  poorly  and  get  discouraged.  They  fail  to  become 
rapid  short-hand  writers,  and  the  teacher  gets  the  blame. 

Now  it  would  be  an  unnecessary  expense  for  you  to 
come  where  I  am  and  have  me  teach  you  from,  a  black- 
board. Still  I  will  be  your  teacher,  and  you  will  be  my 
pupil,  if  you  will  only  follow  the  directions  which  I  give 
here.  But  /  am  not  willing  to  teach  you,  unless  you  firmly 
resolve  now,  before  proceeding  further,  that  you  will  do 
your  part  as  an  earnest  student.  If  you  are  not  willing 
to  do  this,  then  I  say,  drop  short-hand  right  now,  and 
never  touch  it  again. 


8 

Short-hand  IB  a  grand  accomplishment,  and  you  ought 
not  merely  to  play  with  it.  I  trust  yon  are  seriously  In 
earnest.  If  you  are,  I  will  take  pleasure  in  proving  my  . 
Interest  In  your  welfare  by  writing  you  a  personal  letter 
in  short- hand  characters  as  soon  as  you  have  finished  the 
sixth  lesson.  You  will  then  well  deserve  a  word  of  en- 
couragement from  me.  You  should  write  ^ue  first,  giving 
information  as  to  your  age,  occupation,  how  much.Jime 
you  study  each  day,  who,  if  any  one,  you  have  for  a  class- 
mate, etc.  Address  me  at  St.  Louis.  You  may,  if  you 
wish,  send  a  copy  of  plate  1  for  me  to  examine.  Also, 
would  you  like  to  have  me  send  you  a  card  introducing 
you  to  two  or  three  other  persons  of  your  own  age,  with 
whom  you  may  correspond  in  characters?  This  will  be 
pleasant,  and  those  who  are  learning  can  help  each*  other 
a  great  deal  in  this  way. 

It  may  be  your  intention  to  learn,  not  now,  but  at  some 
"more  favorable  time"  in  the  future.  To  you  who  are 
disposed  to  procrastinate,  that  "more  favorable  time" 
will  never  arrive  1  You  may  a's  well  write  it  down,  now 
or  never! 

The  younger  you  begin,  the  more  certain  you  will  be  of 
succeeding.  If  you  are  under  middle  age,  have  good 
sight  and  hearing,  the  use  of  your  hands,  some  little 
education,  and  a  spark  of  ambition,  then  you  can  afford  to 
devote  the  time  necessary  to  acquire  this  art.  Once  iriore, 
however,  I  say  before  beginning  these  lessons,  make  up 
your  mind  that  you  are  going  to  master  them,  or  let  them 
alone  entirely. 

ST.  Lotus,  Mo.,  Feb.  1892. 


J       v.    I  "  t\ 

R 


WRITING  BY  SOUND. 


No  attention  Is  paid  to  spelling;  words  are  written  the 
easiest  way  possible.  Silent  letters  are  omitted,  as  e  In 
yoke.  To  Illustrate,  read  this  sentence  to  some  friend: 
That  largfelo  lookt  hi  and  lo  for  the  lime  kil  on  the  naro  ej  ov 
the  hit.  He  would  get  your  meaning  just  the  same,  no 
matter  how  the  words  were  spelled. 

At  first,  copy  the  characters  slowly  and  carefully;  con- 
tinue doing  so  until  you  can  write  them  correctly.  The 
young  like  to  practice,  but  the  grown  per.sons  execute 
better.  The  young  like  writing;  theold  llkestudy.  Short 
hand  requires  little  study  but  much  practice;  hence  the 
young  succeed  the  best.  Short-hand  is  something  to  be 
done,  not  merely  thought  about.  It  requires  the  hand  more 
than  the  head.  The  small  dots  in  plate  1  indicate  the  base 
line  simply. 

CORRESPONDENCE. 


Letter  writing  in  sh.irt  hand  is  no  more  Interesting  than 
it  Is  helpful  to  the  learner.  You  will  naturally  write  more 
carefully  when  you  expect  that  your  letter  will  be  read 
by  some  one  at  a  distance;  and  this  practice  will  in  time 
give  you  a  habit  of  accuracy.  The  perusal  of  the  letters 
you  receive  will  prove  a  most  valuable  drill  in  reading 
Ton  will  be  compelled  to  rely  entirely  upon  the  short- 
hand notes ,  whereas,  in  reading  what  yon  have  previously 
written  yourself,  you  are  aided  in  a  measure  by  memory 
It  Is  a  mistake  to  suppose  that  you  must  complete  your 
course  before  undertaking  such  a  correspondence.  The 
better  plan  is  to  begin  early,  writing  a  mixed  hand,  that 
Is,  all  the  words  stenographically  that  you  are  able,  and 
the  balance  in  lonjr  hand  Two  points  are  to  be  guarded- 
1st  Do  not  put  words  that  you  have  not  learned  into 
short  hand  2d.  Do  not  fail  to  employ  characters  for  all 
words  that  you  have  learned.  The  author,  Prof  Moran , 
will,  within  proper  limits,  furnish  letters  of  Introduction 
to  all  who  make  application 


LESSON  I. 


KEY  TO  PLATE   1. 

Line  12  By  die  Guy  eyed  bide  gibe  guide  abide. 

13  Beau  dough  ode  bode  Job  goad  obeyed  doge. 

14  Bay  aid  Abe  jay  gay  jade  guage  babe. 
13  Day  age  Joe  go  obey  ago  abode  Dido. 

First — Copy  Plate  1  ten  times.  Use  a  fine  pointed  pen, 
black  ink,  and  a  good  quality  of  ruled  paper.  Observe 
carefully  the  following  points :  Make  the  characters,  or  let- 
ters, all  the  same  length,  —  rather  short,  not  too  long. 
Place  them  quite  closely  together,  and  do  not  get  them 
crooked.  Each  stroke  should  rest  precisely  on  the  iine.  In 
L  7  (line  7)  joined  6  extends  below  the  line.  The  rule  is 
that  the  first  downward  letter  should  rest  on  the  line.  B,  d, 
and  j  are  always  struck  downwards,  and  g  to  the  right. 
Just  as  you  write  each  letter  speak  its  name  aloud.  Thus, 
while  you  are  writing  L  1,  say  b,  b,  b,  and  L  2,  d,  d,  d,  etc. 
The  letter  in  L  4  is  called  gay  Instead  of  g.  The  letter  / 
should  be  made  sharp-pointed,  and  the  two  short  lines 
composing  it  light,  not  heavy.  (SeeL.  9).  /is  always  BO  writ- 
ten as  to  point  straight  down.  The  letter  o  should  be  very 
short  —  only  one-fourth  the  length  of  d.  0  is  struck  at  a 
right  angle  with  the  letter  beside  which  it  is  placed.  For 
example,  o  in  L  13  slants  to  the  right  in  beau,  to  the  left  in 
Job,  is  horizontal  in  dough,  and  vertical  in  go  (L  15).  It  is 
so  written  as  to  point  directly  away  from  the  lelter,  orstem, 
near  which  it  occurs.  B,  d,j,  g,  are  consonants,  and  /,  o, 
and  a,  vowels.  The  letters,  or  marks,  which  express  con- 
sonants, are  called  stems;  while  the  dots,  dashes,  and  small 
angles  are  called  vowel  signs. 


Pate  u 

IB\       \\\\\\       \\\\ 
»    D       I         I        |        I        1        I       |        I        |         | 
"J/      /////////./ 


11 


4     C 


\/         \/        \    /       \    /         \/ 


XX  XX  XX 

LH 


9      I 


Vvv 


v  yvv 


10  O    I  I 

11  A   . 


•t  v  r 

13        \         I'          H 

14  \   -I    \ 


nf 


COfYRIGHTELl.      ALL   RIGHTS    RESERVED. 


LESSON  II. 


KEY  TO  PLATE  2. 

L  11  Tie  dike  Ike  pipe  pied  tide  chide  typo. 

12  Ope  Coe  oat  poach  code  dope  toto  Tokay. 

13  Pay  ape  ache  Kate  paid  Jake  Cato  abate. 

TRANSLATE  LINES  14  AND  15. 

First— Copy  Plate  2  ten  times.  It  is  very  important  to 
make  the  light  letters  as  thin  and  light  as  possible.  The 
shaded  strokes  b,  d,  j,  etc.,  should  not  be  very  heavy, 
enough  so  only  for  distinction.  In  writing  any  word,  as 
Jacket, (j-k-t,  L8)  do  not  lift  the  pen  from  the  paper  until  the 
word  is  entirely  finished.  Be  careful  to  write  t  vertical.  It 
is  a  common  error  to  slant  it,  making  it  appear  like  ch. 
The  stem  eh,  L  3,  is  for  convenience  called  chay. 

Second— Frequently  com  pare  your  work  with  the  Plate, 
looking  closely  to  see  if  it  can  be  improved  in  any  way.  It 
should  correspond  as  to  shading,  straightness  of  stems,  and 
the  nearness  of  the  signs  to  each  other.  In  size,  the  letters 
may  be  as  small,  and  ought  not  to  be  much  larger  than 
those  given  in  the  Plate.  The  vowel  dot  a  and  dash  o 
should  always  be  placed  at  the  middle  of  the  stem.  Write 
mostly  with  a  pen ;  it  is  superior  to  a  pencil  in  every  way. 

Third— Read  one  page  of  your  writing  without  refer- 
ence to  the  Key.  Better  still,  read  each  page  you  write.  L 
B,  for  example  would  be  read  thus;  pe-chay,  chay-pe,  etc. 
Short-hand  is  written  by  sound.  Only  as  many  letters  are 
employed  as  there  are  distinct  sounds  heard ;  thus,  fo,  foe; 
na,  nay;  lo,  low;  felo,  fellow;  do,  dough;  fabl,  fable;  fo- 
tograf,  photograph ;  mikst,  mixed;  kwtt,  quill.  There  are 
no  silent  letters,  as  b  in  lamb.  Each  letter  is  used  only 
when  its  particular  sound  is  heard ;  thus  p  is  used  in  pie, 
but  not  in  sophM,  (spelt  so  fist).  In  copper,  (pronounced  cop- 
er) p  occurs  but  once.  Hence  the  usual  manner  of  spell- 
ing a  word  has  nothing  whatever  to  do  in  determining  the 
way  to  write  it  in  short-hand. 

Fourth*- Practice  on  Plate  3  till  you  can  copy  it  in  two 
minutes. 


COI'YKKiHTKl).      AI.I.    NIGHTS    RESERVED. 


1  P 

2  T 

3  CI1 

4  K    

?•  P— CH.    CI1— 1; 

6  T— K.  K— T 

7  K — J.  J— K 
fi     J— K— T 

9     P—  K—  J 
10     K— B— 


Plate  2, 

\\\\\\ 


\ 


y  "7 


/    \      / 

LH  L_H  LH 


7 


COPYRIGHTED.      ALL   RIGHTS    RESERVED. 


ORAL  EXERCISE. 


Few  vowels  are  written.  Learn  to  spell  by  consonants, 
speaking  the  words  aloud  as  you  write  them.  Spend  ten 
minutes  a  day  upon  exercises  like  the  following: 

T-k,  take;  b  k.  book;  p-g  (pronounced  pce-gay),  pig; 
b  g,  big;  d-ch  (pronounced  dee-chay),  ditch;  b-j,  budge; 
j  b.  job;  t  b,  tub;  k-j,  cage;  p-j,  page;  b-k-t,  bucket; 
t-k-t,  ticket;  jk-t,  jacket;  k-b  j,  cabbage;  b-t-k,  betake; 
b  j-t,  budget;  b-d-k,  bedeck;  j-j,  judge;  d-k-t,  docket; 
k-m,  came;  t-m,  time;  n-m,  name;  j-m,  gem;  g-m,  game; 
1-v,  love;  th-f,  thief;  h-v,  heavy ;  m-v,  move;  sh-v,  shave; 
m-m-k,  mimic;  k-m-k,  comic;  b-k-m,  became;  d-l-j, 
deluge;  h-t  1,  hotel,  n-g  j,  engage;  s-k-p,  escape;  m-n  th, 
month. 

Beginners  press  the  pen  too  hard  upon  the  paper.  That 
means  more  friction,  more  labor,  more  time,  less  speed. 
Touch  the  paper  lightly.  Make  the  thin  stems  as  fine  as 
possible;  learn  to  dash  them  off  rather  quickly,  barely 
touching  your  pen  to  the  paper.  "Write  compactly;  that 
is,  write  small  and  place  your  words  quite  near  each 
other.  Avoid  a  spraw.ing  style.  Always  carry  In  your 
pocket  a  short-hand  sign  book,  manuscript,  or  exercise 
to  read  at  leisure  moments,  while  traveling,  waiting  for 
cars,  steamboats,  for  lazy  people  to  keep  appointments,  or 
whenever  an  opportunity  for  a  few  minutes'  study  may  be 
had.  Do  not  ask  help  in  your  translations. 


15 


CURIOUS    ITEMS. 


Some  reporters  can  write  lour  words  a  second  for  sev 
eral  minutes.    Few  speakers  talk  as  fast  as  that.    Stories 
are  told  of  cases  where  the  friction  of  the  pencil,  caused 
by  its  quick  movement,  would  sometimes  set  the  paper 
on  lire.    But  these  arc  only  stories     In  taking  a  short- 
hand report  the  pen  really  moves  no  faster  than  in  writ 
ing  common  long- hand.    The  difference  between  the  two 
is,  that  in  short-hand  a  single  brief  character  represents 
an  entire  word;  sometimes  several  words. 

Instances  are  related  of  cases  where  reporting  was  done 
under  difliculties.  One  short-ham!  writer  had  to  hold  his 
note  book  against  the  wall  and  write  standing  Another 
was  obliged  to  write  in  the  dark  —  had  to  "  feel  his  way." 
It  is  so  easy  for  some  persons  to  report  a  speech,  that 
they  can  do  so  while,  to  some  extent,  thinking  of  some- 
thing else  entirely;  just  as  you  can  walk  and  talk  at  the 
same  time.  To  the  expert,  indeed,  short-hand  writing  is 
an  easy  task.  We  know  a  few  lawyers,  skilled  in  sten- 
ography, who  are  able,  while  addressing  the  court,  to 
write  down  their  remarks  in  short-hand  just  as  they  are 
delivered.  They  were  able  to  write,  speak  and  think  all 
at  the  same  time.  This  was  not  so  diflicult,  however,  as 
it  appeared,  because  the  hand  kept  pace  with  the  tongue, 
and  the  tongue  with  the  brain. 


16  LESSON  III. 

KEY  TO  PLATE  3. 

Figures  1  and  2  show  direction  of  letters,  the  rule  being 
toward  the  centre.  Fig.  3  shows  their  attitude  and  rel- 
ative length,. 

3  Bee  tea  key  gee  eke  peak  peep  deep. 

4  Joy  toy  coy  Boyd  bough  chow  out  outch. 
6  Days  goes  pays  pose  chose  gaze  buys  joys. 
6  Side  seat  soap  siege  sage  soak  sake  sate. 

1  Spice  space  seeds  sakes  skies  spokes  spikes  DeSoto. 

8  Dow  stow  cows  base  chase  scow  beak  cope. 

9  Beach  cheek  keep  keyed  cowed  gouge  coke  bestow. 

10  Cages  betakes  beseech  besiege  beside  decide  outside 

decays. 

11  Word-Signs— Common  come  give  together  which  ad- 

vantage is  his  as  has. 

12 1  high  how  the  a  all  two  (or  too)  already  before  ought 
who.    Translate  Ls  13,  14,  and  15. 

EXPLANATION. 

Towels  are  written  at  the  beginning,  middle,  and  end  of 
the  stems,  in  what  are  called  the  first,  second,  and  third 
places.  The  sound  of  a  dot  ordash  depends  on  the  place  it 
occupies.  Atfiird  place  vowel,  occuring  between  two  stems, 
Is  put  by  the  second,  as  ow  in  cowed,  L  9.  There  are,  like- 
wise, three  consonant  positions;  1st,  above,  2nd,  upon,  and 
3rd,  through,  or  beneath  the  line. 

The  circle  s  should  be  made  small  as  possible,  and  al- 
ways be  placed  on  oither  the  upper  or  right-hand  side  of  the 
etem.  If  8  begins  a  word,  it  is  pronounced  first,  altho  a 
vowel  may  be  at  the  left  of  it.  See  side,  L  6.  Many  of  the 
commonest  words  are  expressed  by  abbreviations,  called 
word-signs.  See  Ls  11  and  12.  These  should  be  copied  a 
great  many  times,  and  committed  well  to  memory. 

First— Copy  Plate  3  ten  times.    Compare  and  correct. 

Second— Write  Ls  3  to  10  as  the  words  are  read  to  you 
from  the  Key.  Carefully  compare  your  writing  with  the 
plate,  correct  and  continue  writing  until  mistakes  cease  to 
be  found. 

Tliird— Practice  on  word-signs  until  you  can  write  the 
list  easily,  forwards  or  backwards,  as  it  is  read  to  you. 
Practice  on  the  Plate  until  you  can  write  it  in  two  minutes. 


COPYRIGHTED.      ALT.   FIGHTS    RESERVED. 


\  r  r 


\    v  /    ,i 

\  \>         /  -_o       N 


•  T    T      *    /    /" 

oy        9  -p  Q o 

7-       \>         \j  t>          n  •  P          v 


\ 

X 


ID 

WORD-SIGNS 
13      " 


\    V  V   \     vf     cl5 

•L_D       /  / 

y  I  n          < 


17 


V          V 
12  A 


O      '     O 
/      O  O 

I  / 

N  .1  ..  y 


.  A       TRANSLATE. , 


\ 


-f 


15        77 


CO1-YRIGHTED.      ALL   RIGHTS    RESERVED. 


18 

UESSON  IV. 


KEY  TO  PLATE  4. 

4  Fee  fie  vie  lie  lay  lee  mow  (verb)  mow  (noun). 

5  Oaf  eve  eel  isle  ire  our  life  lower. 

6  Kile  knollkneelname  lope  league  chore  boil. 

7  Nose  face  sign  save  sore  sown  aims  James. 

8  Dio  leech  sours  soils  arise  Fido  voyage  Milo. 

9  Word-Signs— For  have  will  me  my  him  in  any  no. 
10  Kever  now  give  anything  that  first  we  you. 

Translate  Ls  11  to  15.    (The  words  in  Ls  11  and  12  occur 
also  in  the  exercise  below.) 

After  n,  sk,  aud  in  some  other  cases,  I  is  written  down- 
wards. See  L  6.  It  is  then  called  el;  and  when  struck  up- 
wards, lay.  The  signs  for  I,  ol,  and  ow,  should  be  made 
as  small,  light,  and  sharp-angled  as  possible.  \Vheu  two 
vowels  are  written  by  one  stem,  one  is  placed  nearer,  ac- 
cording to  the  order  in  which  they  occur.  The  circle  s  is 
always  written  on  the  inside  of  curves.  At  first,  curves  are 
difficult  to  write.  As  to  degree  of  curvature,  they  should 
be  nearly  one-fourth  of  a  circle.  Be  careful  to  bend  them 
evenly  throughout.  In  this  and  all  remaining  Lessons, 
spend  at  least  two  hours  in  copying  and  re-copying  the 
Plate.  Then  write  the  words  as  they  are  read  to  you  from 
the  Key,  compare  with  the  Plate,  and  repeat  until  no  errors 
are  found.  Also  write  and  re-write  the  exercise  a  number 
of  times.  Occasionally  transcribe  your  short-hand,  and 
compare  the  translation  with  the  original  print.  At  first 
write  slowly,  and  with  great  care;  afterwards  increase  your 
Bpeed  gradually. 

First— Practice  on  Plate  4  until  you  can  copy  it  in  two 
minutes. 

Second — Spend  twenty  minutes  writing  the  word-signs 
in  Lessons  III  and  IV  as  they  are  read  to  you  miscellaue 
ously. 

Third— Write  in  short-hand  the  following  Exercise: 
Knee  nay  nigh  know  oil  safe  save  file  feel  vale  vile  fame 
foam  Lyle  loaf  loam  Maine  lief  leave  moil  knife  leak 
bore  door  fore  pore  pale  pile  peel  bale  bile  fails  toils 
vice. 


COPYRIGHTED.      ALL   RIGHTS    RESERVED. 


Pate  4 


r 


5  ^  v    .r   vr 

^r  Y  'Y   ^ 


C 


V 


•WORD- SIGNS. 

9  v_  v.   r 


10  V.      ^_^ 

WORD-FORMS. 

n^r  \r 


r  r 


V 


r* 


COPYRIGHTED.      ALL   RIGHTS    RKSERVKD. 


20 

LESSON  V. 


KEY  TO  PLATE  5. 

7  Ace  eyes  thief  loathe  shave  shire  weak  yoke. 

8  Sew  wrote  rise  row  rout  Keuo  rising  roar. 

9  Hoeing  shaking  heath  shoal  house  hoax  height  yore. 

10  Kecede  geyser  Kaiser  miser  spacer  chosen  pacing  .   c- 

ing. 

11  This  week  I  take  my  fifth  lesson  in  stenography. 
Word-signs.  12— Them  [or  they]  think  was  your  way  he 

are  stenography  advantage  a  and  [or  an]  period. 
Translate  Ls  13,  14  and  15. 

EXPLAHATTON. 

In  L  1  the  first  letter  has  the  force  of  th  in  three,  and  is 
called  ith;  the  second,  the  force  of  th  iu  those,  and  is  called 
the.  When*  has  the  sound  of  z,  as  in  was  or  goes,  it  is 
called  z,  and  expressed  by  a  thickened  stem.  S  is  most 
commonly  expressed  by  the  circle;  but  the  curve  is  needed 
when  an  initial  vowel  precedes,  as  in  ace,  L  7,  or  a  final 
vowel  follows,  as  in  sew,  L  8.  In  L  3  the  first  letter,  called 
ish,  has  the  force  of  sh  in  bishop,  or  ti  in  motion.  When 
struck  upwards  it  is  called  shay.  The  second,  called  zhe,  is 
equivalent  to  s  in  pleasure.  The  curves  in  L  4  are  called 
way  and  yay,  and  are  the  same  as  the  consonants  w  and  y. 
II,  always  written  upwards,  is  called  hay,  and  ng,  ing. 
Shaded m,  called  emp,  is  equivalent  to  mp  or  mb,  as  in  temple, 
or  tumble.  Upward  r,  called  ray,  is  used  more  than  the 
down-stroke.  It  is  quicker,  ofteuer  secures  a  good  angle, 
and  prevents  word-forms  from  extending  too  far  below 
the  line.  When  the  circle  s  occurs  between  two  straight 
stems,  it  is  placed  outside  the  angle,  as  in  geyser ;  at  all  other 
times  it  ia  if  possible  placed  inside  (he  curve.  The  circle  is 
put  on  the  left  of  up-strokos  hay  and  ray. 

Exercise — Moore  hide  rate  heap  road  ride  going  reap 
•saw  ease  reach  rake  rose. 

Sentences.  1.  This  boy's  name  is  Jake,  and  he  has  a  rake 
by  his  side.  2.  He  will  take  the  rope  and  go  and  tie  the 
cow.  3.  This  boy's  name  is  James,  and  he  has  a  spilia 
and  a  nail.  4.  ililo  will  take  them  and  file  them  for  two 
hours. 


COPYRIGHTED.      ALL   RIGHTS    RESERVED. 


5, 


21 


1    TH      ((       ((       ((       ((         ((         ((         (( 

feS-I       ))))))))»)))) 

3    SII-ZH  JJ     J)    JJ  J}     M    JJ  J)   JJ 

i  W-T  ^  r  ^  r   ^  r    >  r    ^  r 


5    H-NG 


6     RAY-MP 


12 


(  (  )  r 


14 


I  s-*,          f.    ( 

L_  ^>  v 

WORD-SIGNS. 

^  x 

WOBD-FOUMS. 


COP%'RIGHTED.      ALL  RIGHTS    RESERVED. 


22 

LESSON  VI. 


KET  TO  PLATE  6. 

1  Balk  talk  chalk  sought  arm  palm  boom  loom. 

2  Hoot  gall  shawl  balm  laws  Ross  yawl  wasp. 

3  ilaul  sauce  gauze  tomb  far  bar  mar  jar. 

4  "What  will  he  do  with  that  small  jar  of  tar  ? 

5  Paul  will  take  it  and  pay  for  it  right  away. 
Word-signs,    6— Of  to  or  but  on  should   with   were  what 

•would.    Translate  Ls  7  to  15. 

EXPLANATION. 

Thesigns  in  L  6  should  be  as  light  and  small  as  possible. 
On  and  should  are  always  written  upwards.     The  vowels, 
altho  not  commonly  employed  in  reporting,    should    be 
thoroughly  learned.    The  student  will  be  aided  in  recollec- 
ting both  the  character  and  order  of  the  long  vowels   by 
committing  to  memory  the  following  rhyme: 
In  th-e  g-ay  c-a-r 
S-ee  gr-ay  cz-a-r. 
In  sm-a-11  g-o-ld  b-oo-ts, 
T-a-11  A-oe  sh-oo-ts. 

Suggestions — Frequently  review  former  lessons.  Carry 
this  paper  in  your  pocket  and  devote  spare  moments  to 
study.  Correspond  with  two  or  three  other  students,  using 
characters  as  far  as  you  are  able.  If  requested,  the  Author 
will  furnish  addresses.  It  is  well  to  have  a  class-mate  with 
•whom  to  practice  two  evenings  each  week.  Keep  your  di- 
ary in  short-hand.  Study  a  little  every  day— do  not  miss  a 
single  one. 

Exercise— Saul  fall  tall  laws  tar  Czar  doom  Paul  ball 
pause  cause  also  moss  walk  hawk  snow  geese  goose  sly 
toss  small  jaw  thaw. 

Sentences.  1.  Do  you  know  how  to  hoe  peas  ?  2.  He  is 
going  to  show  them  how  to  peel  a  potato  with  a  spade. 
3.  She  likes  to  go  to  the  lake  and  slide  on  the  ice.  4.  We 
have  a  loaf  of  rye  and  a  bowl  of  ale  for  tea.  6.  \Te  also 
have  a  saucer  of  choice  meal,  and  an  eel  which  we  will 
boil.  6.  They  have  no  rice,  but  oatmeal  cake  and  a  pail  of 
spice  beer. 


COPYRIGHTED.      ALL   RIGHTS   RESERVED. 


Plate  6 

.    T    "V. 


V   r    L_ 


•WORD-SIGXS. 


TRANSLATE. 


..'.....  ) 


u  i   r 


x^l.J: 

^  __  '         \     .         ..     I  ^- 


COFVRlGHTEl).      ALL   RIGHTS    KLSEK\  ED. 


VOCALIZING. 

The  student's  chief  concern  is  to  know  when  to  write 
and  when  not  to  write  the  vowel  sounds.  He  can,  how- 
ever, be  supplied  with  no  specific  rules.  He  must  ex- 
ercise his  own  judgment  in  applying  the  general  rule, 
viz. :  In  reporting,  insert  as  many  vowels  as  may  be 
strictly  necessary  to  render  the  notes  decipherable  when 
the  transcript  is  afterwards  made.  More  vowels  than 
these  are  superfluous,  and  ought  not  to  be  writien.  Just 
what,  however,  1s  meant  by  "easily  decipherable?" 
Some  persons  require  the  notes  to  be  fully  vocalized,  or 
they  find  themselves  at  sea  when  the  report  is  to  be 
written.  There  are  some  few  writers  who  dispense  with 
vowels  entirely.  They  form  their  characters  well,  chooee 
accurate  outlines  and  bring  to  bear  an  exceptional  judg- 
ment and  memory  in  writing  out  their  reports  after- 
wards. Those  who  use  vowels  to  quite  an  extent  learn  to 
depend  upon  them,  and  the  practice  becomes  necessary 
mainly  through  force  of  habit. 

Nothing  short  of  experience  will  teach  the  young  re- 
porter just  to  what  extent  he  ought  to  insert  vowels  to 
render  his  reports  intelligible  to  himself.  The  difficulty 
he  finds  In  reading  certain  outlines  will  cause  him  to 
vocalize  them  when  next  they  occur.  Gradually,  also,  he 
learns  to  drop  vowels  which  he  does  not  find  helpful  In 
transcribing.  Stenographers  in  time  acquire  an  intuitive 
faculty  telling  them  as  they  write,  no  matter  how  swiftly, 
that  this  word  or  that  requires  a  vowel,  or  else,  in  the 
peculiar  connection  in  which  it  occurs,  its  meaning  will 
be  doubtful  afterwards  when  the  tracks  of  his  Hying  pen- 
cil are  being  translated  into  "English." 

The  reporter,  when  pressed,  writes  larger  than  at  other 
times.  Some  persons  take  this  as  an  indication  that  a 
large  hand  is  the  most  rapid.  It  proves  just  the  contrary. 
The  really  skillful  stenographer,  when  writing  at  high 
speed,  is  not  flurried,  and  writes  about  as  small  a  hand  as 
usual. 

There  can  be  no  question  but  that  the  greatest  speed 
will  be  attained  ultimately  only  by  writing  the  characters 
near  each  other,  cultivating  a  neat  style,  and  writing  as 
small  a  hand  as  practicable. 


9R 

PRACTICAL  HINTS. 


The  first  downward  letter  of  any  word  should  rest  on 
the  line.  This  is  an  important  rule.  To  illustrate, in  writ- 
ing cabbage  (in  short-hand  spelled  k-b-jH  k  should  be 
placed  above  the  line  so  that  6,  the  first  downward  letter, 
may  rest  upon  it;  j,  the  last  letter,  falls  below  the  line. 
[See  line  10,  plate  2.] 

The  word-signs  will  bother  yon— they  dc  everybody. 
They, are  hard  to  memorize;  nevertheless  copy  them  aud 
keep  on  copying  them  until  you  know  them  as  well  as  your 
a,  b,  c's.  If  not  now,  you  will,  in  due  time,  thoroughly 
understand  them.  They  are  simple  abbreviations  like 
Dec.  lor  December,  Ib.  tot  pound,  etc. 

Please  refer  to  the  word  eke  in  the  third  line  of  the  plate. 
The  vowel  e  is  placed  above  k,  because  the  sound  e  occurs 
before  the  sound  of  k.  For  this  reason  the  sign  for  ow  is 
written  at  the  left  of  t  in  the  word  out,  line  2.  But  in  key 
and  toy,  the  vowels  come  last,  and  the  signs  are  placed 
below  or  on  the  right  side  of  the  consonant  letters  or  stems. 
The  second  word  in  line  6  is  seat.  Here  s  is  read  first,  then 
the  vowel,  and  lastly  the  stem  t  is  sounded. 

Beginners  make  the  s  circle  too  large;  there  is  no  dan- 
ger of  getting  it  too  small. 

Make  all  letters  the  same  length.  This  is  easy.  Keep 
this  point  in  view  while  practicing,  and  you  will  soon  form 
the  habit  of  striking  the  letters  of  a  uniform  size. 

Xine-tenths  of  all  short-hand  work  consists  in  wri'ing 
over  and  over  many  times  a  few  hundred  very  common 
words;  hence  words  and  phrases  which  occur  the  often- 
est  must  be  learned  the  best.  The  reporter  writes  him,  is, 
jcill.  I  can,  do  not,  scores  of  times  to  ocean,  extracting, caliber, 
indigo,  delve,  once.  He  will  be  sure  to  fail  if  he  ever  has 
to  hesitate  before  writing  one  of  the  common  words. 

Quite  likely  all  the  letters  look  very  much  alike  to  you. 
Still  they  are  all  different.  Let  us  see.  Consonants  differ 
as  to  form  (straight  and  curved),  shading  (light  and 
heavy),  attitude  (vertical,  horizontal  and  slanting).  Vow- 
els differ  from  each  other  in  these  respects:  They  are,  first, 
long  or  short;  second,  light  or  heavy;  third,  first,  second 
or  third  place;  fourth,  dots,  dashes  or  angles. 


26 

IJSSSON  VII. 


KEY  TO  PLATE  7. 

1  Big  beg  bag  bock  buck  book  wife  youth. 

2  Itch  edge  egg  ash  ill  Al  at  pack. 

3  Mill  inch  niche  knell  fetch  match  snatch  badge. 

4  Cob  knock  lock  rub  tub  rum  took  shook. 

5  Wide  wives  twice  few  due  new  musty  rusty. 

6  Message  judge  waxen  injure  muscle  deposit  nothing 

earth. 

7  Vessel  citizen  Mark  agency  hotel  hasten  maxim. 
Word-signs.    8— Help    notwithstanding    New    York   City 

spoke  special    knowledge    acknowledge    several    I 
(or  eye). 
Translate  Ls  9  to  15. 

EXPLANATION. 

The  short  vowel  signs  are  made  very  small  and  light. 

•u-^a-,   ~r,,-™i  -,-h^     ~.  j  Bill  gets  bat;    (Lot  cuts  wood. 
Mnemonical  rhymes:  j  f^fiS,^  \  Dot  does  good. 

When  a  second  place  short  vowel  occurs  between  two 
stems,  it  is  placed  by  the  second.  The  rule  briefly  stated 
Is:  2nd  place  long  and  all  first  place  vowels,  are  put  by  the 
first  stem,  and  all  others  by  the  second.  Wi  is  expressed 
by  a  small  right-angle,  and  long  u  by  a  semi-circle.  L  5. 
Proper  names  are  indicated  by  a  double  underscore;  as 
Mark,  L  7.  Common  words  are  not  usually  vocalized.  If 
a  word  contains  two  or  more  stems,  it  can  usually  be  de- 
ciphered even  if  the  vowels  are  omitted.  See  Ls  6  and  7. 

JSxercise — Write  with  vowels:  Dick  Jack  pig  Ditch 
dim  Jim  gem  beck  bell  catch  latch  patch  jam  dam  rob 
dock  shock  shop  duck  .dumb  chum  gum  thumb  nook 
cook  dusty  valley.  Without  vowels:  Desk  cabbage  picnic 
spell  early  bill  many  among  live  heavy  damage  enough 
Alabama  Tuesday  Sunday  Saturday  discuss  this. 

Sentences.  1.  Amos  has  his  bow  in  readiness.  2.  He  is 
waiting  for  the  ducks  to  come  up  to  the  decoy.  3.  Ed  is 
too  weak  to  make  his  way  along  the  stony  path  up  the 
slope. 

COtYKlGHJ  El>.      ALL  KIG111S    Kt.sKKVtU. 


4     7 


8  /     \ 

9L 

10  1 

11  (~ 

12 
13      3 


Plate  7. 


j  -c    r 


27 


V  - 


GNS.  / 


X    \   \ 

I       TRANSLATE. 


V  v 


r    \ 


r 
\ 


Li 


A 
A> 


COPYRIGHTED.      ALL   RIGHTS   RESERVED. 


28 


VOWEL    TABLE. 


The  following  table  will  aid  the  learner  in  remembering 
the  order  and  the  place  of  the  six  long,  and  also  the  six 
short  vowels: 


LONG  VOWELS.          SHORT  VOWELS. 


1st       2d 

place  place 


1st 

place    place 


2d 
place 


3d 
place 


Dots      .      .  . 

Bee 

Bay 

Bali 

Mil 

Met 

Mat 

Dashes  . 

Taw 

Toe 

Too 

i  Cot 

Cut 

Foot 

| 

1 

Dots     .     .    . 

Me 

May 

Ma 

Pit 

Pet 

Pat 

Dashes.  . 

Caw 

Coe 

Coo  I 

Not 

Nut 

Soot 

The  words  a,  an,  and,  in  phrasing,  arc  denoted  by  a  short 
tick  written  horizontally  or  vertically  The  tick  selected 
should  make- an  angle  with  the  character  to  which  it  is 
attached.  When  not  convenient  to  express  these  words 
by  a  tick,  the  dot  signs  should  be  used. 

In  the  following  exercise  u*e  ran,  except  where  the 
downward  r  is  indicated  (by  ar) ;  wlien  I  is  to  be  written 
downward  it  is  so  indicated  i  by  el). 

Write  using  ray:  King  road  revive  reveal  (el)  revenue 
ready  repeal  rash  rate  range  wrong  abhor  birth  burenu 
arrive  earth  inarch  mark  marry  marriage  memorial  (el) 
merry  admire  memory  mirror  marrow  notary  period  perish 
rare  rariiy  injury  theory  thoiough  tornado  "variety  victory 
hurry  poetry  Arizona  arch  burial. 

hong  vowels:  Ate  tea  ace  saw  sea  low  oaf  foe  all  ache 
gay  aid  dough  awl  ale  lea  ape  Poe  paw  Joe  shoe  eve  thaw 
Jaw  aim  woe  gnaw  knee  may  Esau  oar  (ar)  era  (ar)  arto 
age  aught  fee  hay  oat  ode  sew.  (1st  place)  Cheek  chalk 
heap  heed  tall  "leaf  leap  meal  peal  bawl  beak  bean  beer 
hawk  deal  kneel  (el)  leak  peach  reap  sheep  team  teeth 
wreath  wreathe  Neal  (el)  Paul.  ('2d  place)  Cake  coach 
coal  comb  dale  dnme  bail  bowl  cape  joke  fame  gale  game 
jail  choke  knave  lame  loaf  nail  (el)  pole  porch  vale  abate 
bore  (ar)  roam  (ar). 

Using  dipthongs,  write:  Tic  pipe  vile  knife  mile  defy 
boil  coil  foil  row  toy  vouch  Guy  buy  die  chime  couch  coy 
dike  fowl  hide  nigh  owl  foul  pike  pile  rhyme  shy  sigh  spike 
dye  thigh  tire  toil  annoy  diet  envoy  royal  Isaac  sour. 


EXERCISES. 

S-circlc  junctions  between  two  straight  letters :  Custody 
dispatch  discuss  dispose  exhibit  dispel  gaxet  gospel  Justice 
succeed  capacity  Tuesday  bestow  disguise  dusk  gossip 
hostile  receipt  rest  less  upset  restore  custom  task  rustic 
risk. 

Between  a  straight  and  a  curved  letter:  Citizen  desire 
desirous  disarm  dislike  excel  Harrison  niessage  music  re- 
solve instil  musical  pacific  society  specify  answer  dismiss 
visitor  visit  reason  receive  vivacity  honesty  Massachusetts 
Minnesota  Erastns  (ar)  Missouri  officer  sarcasm  (ar). 

Between  two  curves:  Innocence  Insanity  mason  scarcely 
Cincinnati  refusal  (el)  license  (el)  offensive;  (also  write) 
sophomore  sorrow  genius  science  sublime  Minneapolis. 

Sentences: —  1.  Your  son  is  a  wise  youth,  because  he- 
seeks  to-do-right.  2.  In  our  city  we-have  some  enow  in- 
the-month  of  May.  3.  Joseph  Jackson,  the-lawyer, 
has-a-large  influence,  and-he-may  resign  his  office.  4. 
We-thlnk  of  going  Into-a-business  scheme  together.  5. 
Our  affairs  ar«  now  in-such  shape  that-we  may  do-so  if- 
we-wish.  6.  Your  absence  in  Alabama  may  restore  your- 
health,  and-thus  be-the  cause  of-much  happiness.  7. 
How-long-do-you  think  you-will  reside  in-the  South? 
8.  I-will  leave  for  DaKota  m-the-month  of  March. 

PHRASES. 

As-he  as-it-was  do-so  do-that  do-they  has -that  have- 
also  have-become  have-long  I-am-also  I-am-ready  I- 
became  I-have  I-know-that  I-was  ln-any  In-his  in-it 
In-the-way  in-them  in-wh;ch  in-your  may-have  may- 
never  take-it  take-that  take-them  it-was. 

All-are  all-his  all-my  all-right  ail-that  all-the-way 
all-which  all-yon  all-your  and-have  as-it-should  before- 
bis  before-the  before-you  but-a  but-may  hut-that  but-lhe 
but-we  for-a  for- which  has-a  have -a  of -that  of-the-w.'iy 
In-the-way  of-them  on-that  should-be  should-do  ehould- 
never  should-they  take-the  to-him  to-live  to-love-them 
too-many  who-may  who-was. 

All-such  all-this  be-said  be-this  before-this  do-such 
do-this  does-it  does-that  does-the  does-this  does-your 
for-such  for-thls  has-this  have-them  have-such  have -this 
how-may  in-its-own  is-this  it-makes  such-was  to-his 
to-this  which-has  whlch-makes. 

And-we  as-it^should  for-we  have-we  such-ai  that-you 
we-do  we-have  they-were  we-were  what-all  what-do 
what-does  with-the  with-that  would-bay  would-never 
how-you. 


30 

LESSON  VIII. 

KEY  TO  PLATE  8. 

1  Pump  ample  sympathy  empire  symbol   thump  lamp. 

2  Cases  paces  necessary  success  faces  loses  causes. 

3  Subsist  exercise    system  Mississippi  necessity    races 

houses. 

4  You-may  do-you   I-say-so  shall-never    you-will-never 

you-are  have-time. 

5  Does-it-make  will-you-come   how-long-have-you   they- 

may  shall-have  we-have-no. 

6  Will-you-take  as-you-like  it-is-so  shall-I-have  as-many- 

as  as-long-as  do-we-know. 

7  I-was   I-do-think    1  have-no-time   I-will-never  I-writc- 

you  he-may  he-would  he-is  he-has-no. 

8  To-be  may-be  justiee-of-the-peace  as-well-as  do-as-you 

have-his-name  for-the-sake-of  just-so. 

9  Takes-us    gives-us     as-soon-as     this-system    makes-us 

United-States  is-as  as-is. 

10  A-day  a  space  a-long  a-common  a-coil  you-and-I   he- 

and-you  this-and-that. 

11  The-advantage    to-lhe    of-the    all-the    for-the    on-the 

should-the  of-a  to-a  have-a, 

Word-signs.    18— Importaut-ce     improve-ment     simple-ly 
impossible  temperance  December  post-office  become. 
Translate  Ls  13,  14  and  15. 

EXPLANATION. 

The  syllables  ces,  cis,  sis,  ses,  sez,  etc.  are  expressed  by 
the  large  circle,  about  five  times  larger  than  the  small  s. 
Words  grammatically  related  are  usually  joined  together, 
providing  the  phrases  thus  formed  are  angular,  and  not 
too  long.  Words,  when  phrased,  may  be  written  out  of 
their  usual  position.  Observe  1st,  only  half  the  /  is  writ- 
ten, whichever  tick  makes  the  best  angle;  2nd,  he  is  the 
same  as  the  last  tick  of  /,  excepting  that  it  is  always  struck 
downwards;  3rd,  the  is  precisely  like  either  he  or  /,•  4th,  cr,  an 
and  are  expressed  by  a  vertical  or  horizontal  tick.  See  Ls  7 
to  11.  A  hyphen  between  words  indicates  that  they  are  to 
be  joined  together.  Proper  phrasing  increases  both  speed 
and  legibility. 

Exercise— Camp  lump  damp  pieces  noses  mazes  noises 
scamp  jump  Texas  Moses.  Makes-time  has-no-time  for- 
a-long give-me  it-is  necessary  I-think  you-will  and-it-was 
and  you-may-think  a-desk  the-bell.  You-will  always  have 
time  enough  if-you-will  but  use  your  time  to-advantage. 
Give  to  each  thing  no-time  but-that-is  necessary. 


COPYRIGHTED.      ALL   RIGHTS    RESERVED. 


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1_j-  f***^  '•  _ 

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11  /      >  .............        S    - 

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12  .....  .  .....      ^     .....  .......  -  U 

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COPYK1OHTED.      ALL  RIGHTS   RESERVED. 


32 

LESSON  IX. 

KEY  TO  PLATE  9. 

1  Play  able  evil  civil  fleeces  shelf  devil  Majel. 

2  Price  breezes  trump  catcher  glimmer  trainer  exagger- 

ate distress. 

3  Spry  sober  suffer  over  thrice  pressure   measure   cig- 

arette. 

4  Puff  spine  above  brain  stiff  strain  cuff  clown. 

5  Flown  thine  assign  ozone  shine  hen  explain   sustain. 

6  Pines  chance  density  lonesome  extensive  behavior  ref- 

erence sister. 
Translate  Ls  7  to  15. 

EXPLANATION. 

A  small  hook  at  the  beginning  and  on  the  drde  side  of 
a  stem,  indicates  that  I  is  to  be  added;  eg.  play,  evil,  L  1. 
A  hook  on  the  opposite  side  indicates  r;  eg.  price,  trump, 
L  2.  These  hooked  stems  are  called  double  consonants.  A 
circle  on  the  r  side  of  straight  letters  implies  r;  see  spry, 
sober,  L  3.  In  order  to  bring  the  hook  on  the  left  side  (to 
signify  r),  f,  v,  and  Mare  reversed;  see  over,  thrice,  etc. 
L  3.  A  circle  may  be  written  within  a  hook.  See  civil,  dis- 
tress, suffer.  When  the  r-hook  is  prefixed  to  m,  or  n,  the 
stem  is  shaded ;  see  glimmer,  trainer,  L  2.  R  and  I  are 
called  initial  hooks;  the/  and  n  hooks,  which  occur  at  the 
end  of  letters,  are  called  final.  F  is  attached  to  straight 
stems  only,  and  is  written  on  the  circle  side,  as  in  puff,  L  4. 
This  hook  is  used  for  v  also,  as  in  above.  The  n-hook  is 
put  on  the  opposite  side  of  straight  letters,  and  is  also  at- 
tached to  curves.  See  Ls  4  and  5.  A  circle  written  on  the 
n  hook  side  of  a  straight  letter  at  the  end  of  words,  implies 
n;  eg. pines,  chance,  (but  not  density)  L  6.  All  these  hooks 
should  be  small  and  light. 

Exercise— Black  blame  claim  close  globe  pledge  total 
gray  grow  break  pray  dray  loiter  pry  trail  cry  drill 
keeper  phrase  favor  Friday  throw  strike  stray  spree  sam- 
ple cough  crave  bluff  grove  strive  grieve  pain  stain  bean 
bone  dine  twine  taken  turn  bench  lone  mine  fine  abstain 
expense  distance. 

Sentences.  1.  Every  rose  has  its  prickles.  2.  Every 
path  has  its  puddle.  3.  Variety  is  the  very  spice  of  life. 
4.  For  the  uprignt  there  are  no  laws.  5.  All  cruelty 
springs  from  weakness,  6.  Wise  judges  are  we  of  each 
other. 


2      \o 


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Xo          V)  (J  J         c_S       c  j         J 

v       /      I      /&-^     — f     \X   x     ci 

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I  TRANSLATE.          >^- 

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»     I  £      £      -H> 

11  ^  C     <r   ^ 

12  ^  dP"          ^          V 

13  Q_D          ^- D          O       O 

14 

15 


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COPYRIGHTED.      ALL   RIGHTS   RESERVED. 


TICKS. 

Upward  r  and  ch  are  never  mistaken  one  for  the  other 
Ray,  as  It  is  called,  slants  more  an-1  is  longer  than  ckay. 
Besides,  it  is  always  written  upwards,  while  chay  is  in- 
variably struck  downwards 

In  short  hand  two  or  more  common  words  are  often 
written  together,  without  the  pen  being  lifted  from  the 
paper  The  characters  thus  produced,  which  represents 
several  words,  are  called  phrases.  The  practice  of  phras- 
ing increases  speed,  and  is  safe. 

The  sign  for  /  is  made  up  of  two  short  ticks.  In  phras- 
ing, only  one  of  these  ticks  is  written.  That  one  should 
be  selected  which  makes  a  sharp  angle  by  joining  to  the 
next  word  He,  in  phrasing,  is  also  indicated  by  a  tick  just 
like  the  second  tick  of  /,  with  this  important  differencej 
that  he  is  always  written  downwards,  while  the  second 
tick  for  /  is  struck  upwards. 

The  six  short  vowels  are  indicated  by  a  small  light  dot 
and  dash  written  in  the  three  vowel  places.  For  example : 
A  light  dot,  when  written  in  the  second  place,  has  the 
force  of  e  in  beg,  and  a  light  dash  the  same  power  as  M  in 
cup  A  light  dash,  first  place,  is  equivalent  to  o  in  job. 
The  learner  will  observe  that  the  short  vowel  signs  are 
quite  small.  This  is  necessary  to  render  them  easily  dis- 
tinguishable from  the  long. 

Vowels  trouble  most  students  mainly  because  they  are 
not  well  learned.  But  there  are  so  few  of  them  that  a  per- 
son can  as  easily  become  familiar  with  them  as  with  the 
faces  of  his  brothers  and  sisters. 

Write,  using  short  vowels  111  kick  lock  rock  chorus 
edge  egg  guess  kiss  haughty  gem  valley  autumn  daisy 
noisy  espy  ally  alto  dock  chip  chop  cob  dairy  duck 
dumb  Dutch  essay  gas  gaudy  hobby  job  lag  lap  pack  lash 
latch  lath  leg  lip  luck  mess  mob  odd  pith  rack  shock 
Jesse  Ella  Emily  Emma. 


35 
HOOKS. 

The  hooked  consonants  should  be  written  with  one 
stroke  of  the  peri.  By  so  doing,  not  only  is  speed  in- 
creased, but  the  liability  is  lessened  of  forming  the  hook 
too  large  or  too  cramped. 

The  r-hook  occurs  mostly  at  the  beginning  of  words; 
but  sometimes  it  is  to  be  written  medially,  that  is  in  the 
middle  of  a  word,  as  in  distress,  line  2.  Here  the  circle  Is 
located  on  the  left  side  of  the  stem,  out  of  the  usual 
position,  in  order  that  the  hook  may  be  prefixed  to  t. 
Strictly,  however,  it  is  not  a  hook,  but  an  offset,  which 
serves  the  same  purpose. 

The  fact  that  either  one  of  any  pair  of  cognate  or  simi- 
lar sounds  may  be  represented  by  the  same  sign  with  no 
danger  of  ambiguity,  has  been  fully  shown  in  the  case  of 
the  circle,  which  is  sometimes  used  for  s  and  sometimes 
for  z,  as  sense  may  demand.  This  plan  is  safe,  because 
s  and  z  are  similar  sounds.  So,  also,  are  /and  v.  Hence, 
no  uncertainty  of  meaning  results  from  using  a  single 
hook  to  express  both,  as  in  the  sentence,  "They  may 
well  grv,  considering  their  cause  of  grf."  It  is  easy  to 
determine  here  when  the  short-hand  character  grf  should 
be  read  grief,  and  when  grieve, 

ince  this  hook  is  attached  to  straight  letters  only,  the 
stems  /and  v  must  be  used  whenever /or  v  are  to  be 
added  to  any  curved  letter.  For  example,  knave  is  writ- 
ten with  the  stem  v,  for  the  reason  thai,  according  to  the 
rule,  the  hook  cannot  be  attached  to  the  CUTVC  n  to  ex- 
press the  following  v.  F,  like  the  circle  s,  is  written  on 
the  left,  not  the  right-hand  side,  of  upstrokes.  [See  be- 
havior, line  6.] 

When  a  hook  is  joined  at  the  end  of  the  letter  m,  it  Is 
written  below,  that  is  on  the  curved  side.  It  would  be 
very  awkward  to  write  it  on  the  upper  side.  It  is  different 
with  fc,  to  which  it  is  easy  to  attach  a  hook  both  above  and 
below.  Hence,  only  one  hook  is  placed  at  the  end  of 
curves,  and  this  hook  stands  for  n,  because  n  occurs  a 
good  deal  oftener  than  /  and  v. 


36 

LESSON  X. 


KEY  TO  PLATE  10. 

_  Learn  col  or  coral  relate  camel  million  tunnel  analogy. 
8  Hack  bug  bum  hole  hire  whack  Abraham  mayhem. 

3  Wall  wore  swiue  wine  twin  dwell  quack  Guinn. 

4  Option  passion  station  separation  fashion  physician 
compensation  enslave. 

5  Post  coasting  vest  gazed  against  boaster  fluster   pun- 

ster. 

6  Letter  order  father  weather  cumber  anchor. 

1  Boat  moat  note  gate  plight  died  sobbed  blade  voted 
political. 

8  Coats  freights  paint  gift  draft  blend   strained   wend 

mend  weld. 

9  Mode  send  old  sword  middle  needle  failed  poured  at- 

tempt longed. 

10  Core  gall  cull  chart  chill  counterbalance  circumstance 

selfish. 

11  Complain  introduce  recommendation  recognize   cast- 

ings yourself  ourselves  friendship. 

12  Weed  war  woke  wit  web  yield  yoke  youth  Yeddo. 
Translate  Ls  13,  14  and  15. 

EXPLANATION. 

A  large  hook  prefixed  to  r,  m,  and  re,  indicates  I,  and  r 
when  joined  to  I,  L  1.  A  tick  joined  to  k,  g,  I,  r,  m,  or 
w,  expresses  h.  When  hay  cannot  well  be  written,  a  small 
dot  is  used.  L  2.  A  small  hook  prefixed  to  I,  r,  m,  or  n,  ex- 
presses w.  A  large  w-hook  is  also  used  in  the  double  con- 
sonants tw,  dw,  kw,  and  gw.  See  L  3.  A  large  final  hook 
indicates  the  syllables  sion,  don,  tion,  shion,  etc.  When 
s  precedes,  this  syllable  is  represented  by  a  little  curl  on  the 
opposite  side.  See  L  4.  This  curl,  when  initial,  stands  for 
n,  as  in  enslave.  A  narrow  loop  expresses  st,  and  a  broad 
one  str.  L  5.  Doubling  a  curve  adds  tr,  dr,  or  thr.  L  6. 
Half-length  stems  add  t,  or  d.  See  Ls  7,  8  and  9.  Observe 
1st,  that  Ms  not  pronounced  until  all  vowels  and  hooks 
which  are  appended  to  the  stem  have  first  been  sounded; 
2nd,  that s,  if  final,  is  sounded  after  t;  that  I,  r,  m,  and  n, 
are  shaded  for  d  (L  9)  except  when  a  hook  is  attached.  L  8. 
A  vowel,  to  be  read  after  a  stem  and  before  hook  I  or  r,  is 
struck  through  the  stem,  if  a  dash,  or  if  a  dot  is  changed 
to  a  small  circle,  preceding  if  a  long,  and  following  if  a 
short  vowel.  L  10. 

Learn  also  Prefixes  and  Affixes,  (L  11),  and  Coalescents, 
L  12. 


COPYRIGHTED.      ALL   RIGHTS    RESERVED. 


Plate  10, 


r    - 

Jj  </ 


v  ... 


v 


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12       I 

13 

14 


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TRANSLATE. 


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COl'VKiUHTtU.      ALL   KiljHTS    KfcSEKVtl). 


38 

KEY  TO  PLATE. 


1.  Plenty  chosen  refrain  profound  candid  sermon  vixen 
splendid  struggle.  2.  Terminate  willingly  recover  can- 
nonade reduplicate  calibre  Brattleboro.  3.  Exterminate 
troublesome  excavate  designate  typographer  octagon 
fantastic.  4.  Freedom  return  detach  dusty  cheapen 
verify  deeper  branches  manifold.  5.  Extravagant  occu- 
pant definite  experiment  monstrosity  photographer 
chronology.  6.  Bulk  fork  march  forge  milk  forth  birth 
roared.  7.  Study  atead  stayed  ousted  bread  bored  birdie 
borrowed.  8.  Worker  purchaser  digestive  disturber  re- 
fusal soldier  laborer. 

PHRASES.  9.  Somewhere-else  whlch-wonld-be  which- 
would-make  which-had-been  which-has  just  b«en  all- 
you-wish  uo-more-than-you  can  did-you-\vish. 

SENTENCES.  1.  A-man's  character  is-the  reality  of 
himself;  his  reputation  the-opinion  others  have  formed 
about-him  ;  character  resides  in  him,  reputation  in  other 
people;  that-is-the-snbstance,  this-the  shadow.  2.  A-small 
leak  will  sink  a-great  ship.  3.  A-fool  may  make  money, 
but  it  needs  a  wise-man  to-spend  it.  4.  A~ll  is-not  gained 
that-is  put  into-the  purse.  5.  Tell-your  secret  to-your- 
servant  and -you  make- him  your-master.  6.  If -you- 
would  have  a  thing  well  done,  do-it  yourself. 


EXERCISE. 


1.  Pain  may-be-sald  to  follow  pleasure  as-lts  shadow. 
2.  Peace  is  rarely  denied  to  the  peaceful.  3.  Pity  Is 
akin  to-love.  4.  Fity  is  love  when  grown  into  excess. 

5.  Prayer  is  to  religion  what  thinking  is  to  philosophy. 

6.  To-pray  is  to-make  religion.    7.    He-that  has-no  cross 
deserves  no  crown.    8.    The- Bible  is-a  window  in- this 
prison  of  hope,  through  which  we  look  into  eternity.    9. 
Nothing  speaks  our  grief  so  well  as-to  speak  nothing. 
10.    Speaking   much   Is-a   sign    of  vanity.    11.    The-soul 
knows  no  persons.    12.  He  who-is  in  evil  is  also  in-the 
punishment  of-evil.    13.    The-rose  is  fair,  but  fairer  we  it 
deem,  for-that   sweet   odor  which    doth   in-lt   live.    14. 
Keep  true  to-the  dreams  of -thy-youth. 


Plate 


39 


u, 


r-r 


^~s_ 

f  f  f 


9 

SENTINCES. 

fT] 


u 


PHRASES.  / 

\   »  c/!°o   N 


-2; 


VI 


c~ r 


\ 


\ 


c  j   i    r 


40 


PREFIXES. 


The  commonest  prefixes  and  affixes  are  provided  with 
brief  signs,  the  greater  number  of  which  are  Joined  to  the 
main  outline. 

Con,  com  and  cog  are  Indicated  by  a  dot,  as  In  compress, 
conduce,  cognition.  Line  1.  In  most  cases,  however,  this 
dot  Is  entirely  omitted  with  no  loss  of  legibility. 

Con,  com,  cog,  when  medial  are  expressed  by  separating 
the  preceding  from  the  following  portion  of  the  word,  as 
In  accommodation,  accompany,  etc.,  Line  4. 

Counter,  contra-i-o,  are  Indicated  by  a  slanllng  tick,  as 
In  countermarch,  contradiction,  contribution,  Line  1. 

Circum,  self,  are  denoted  by  the  s  circle,  as  In  self-con- 
sciousness, circumvent,  Line  2. 

Inter,  intro,  anti,  ante,  are  denoted  by  the  shortened  n, 
joined  to  the  remaining  part  of  the  word,  as  in  interview, 
introduce,  antiseptic,  Line  '2. 

Magni,  magna,  may  be  indicated  by  the  disjoined  m,  as 
In  magnify.  Line  2. 

Mai,  post,  super,  are  commonly expressed  as  sh»wn  in 
malcontent,  postman,  supervene,  Line  2. 


KEY  TO  PLATE. 


1.  Compress  conduce  cognition  accommodate  recom- 
mend countermarch  contradiction  contribution.  2.  Inter- 
view Introduce  antiseutic  self-consciousness  circumvent 
magnify  mal-content  •postman  supervene.  3.  Commit 
commodity  contemporary  conquest  community  comment- 
ary confess  compensate.  4.  Accommodation  accompany 
reconstruct  recognition  excommunicate  Incomprehensi- 
ble conjunction  inconsistent.  5.  Counterbalance  coun- 
terpart Interpose  interrogation  internal  interrupt  anti- 
quary discontent  interest.  6.  Commission  compensation 
contempt  command  confidence  composition  constitute 
commencement  conductor.  Translate  lines  7  to  10. 

WORD  S  GNS.  11.  Circumstantial  malpractice  construc- 
tion constructive  incompetent  consequence  consequent 
consequential.  12.  Unconcern  comprehend  comprehensive 
antiquity  antiquarian  consider  consideration  recon- 
sider confidential. 

PHRASES.  13.  For-a-consideration  I-am-oontent  in- 
hls-oplnion  in-hls-own-interest  it-is-lnteresting  uoder- 
any-circumstances  every-circumstance  that-conclnsion. 

SENTENCES.  1.  Active  natures  are  rarely  melancholy. 
2.  Our  actions  are  our-own,  their  consequences  belong  to 
Heaven.  3.  Love  is  incompatible  with  fear. 


Pate 

i\  L  *^>  —    x:   x 


3  I 

4  J 

•  \  • 

WOBD- FORMS. 


10 


J 


, 


13 


SBSTEHCE8. 


L, 


J, 


u      v,  \    ? 


'  \  " 

y 

J  -«v 


XI 


—  -P 

O 


X 


43 

AFFIXES. 


List  of  affixes :  Ing  ings  gliip  lie  bit/  ility  ality  arity  self 
selves  full  hood  soever  titre  ly. 

The  dot,  circle  and  tick,  are  used  to  denote  ing,  ings  and 
ing-the  respectively,  in  cases  where  the  Btcm'ing  cannot 
conveniently  be  joined,  as  in  preserving,  castings,  doing- 
the,  Line  1. 

The  s  and  sez  circles  denote  self  and  selves,  as  in  himself, 
ourselres. 

Skip  is  expressed  by  sh,  as  in  friendship.  But  in  order 
to  avoid  unsuitable  outlines,  sh  is  someiimcs  disjoined,  as 
in  lordship,  courtship. 

The  endings,  ility,  nlity,  arity,  are  signified  by  the  de- 
tachment of  any  letter 'from  the  preceding  part  of  the 
word,  as  in  barbarity,  fidelity,  instrumentality,  Line  2. 

The  terminations,  ble,bli/,ful,  are  often  indicated  by  b 
and  /simply,  as  in  admissible,  disgraceful,  Ls  3  and  4. 

Mnt,  when  written  separately  from  the  preceding  part 
of  the  word,  indicates  mental,  as  well  as  mentality,  as  in 
instrumental,  Line  2. 

flood  is  denoted  by  d,  usually  joined,  as  in  womanhood. 

The  ending,  soever,  is  written  sv,  as  in  u-hentoei-er, 
Line  4. 

Tare  is  expressed  by  tr,  as  in  structure,  Line  1. 

KEY  TO  PLATE. 


1.  Preserving  castings  doing-the  himself  ourselves 
accountable  lordship  friendship  graceful  structure.  2. 
Fidelity  individuality  barbarity  credulity  hospkalitv  for- 
malit\  instrumental  legibility.  "3.  Vastly  beastly  regular- 
ity illegibility  intellectuality  womanhood  disgraceful 
township  courtship.  4.  Whensoever  ostensible  citizen- 
ship engravings  fixture  manhood  childhood  admissible 
yourselves. 

PIIKA.SKS.  6.  Political-principles  short-space-of-time 
as-llttle-as  by-which-it-may-be  by-which-it-would  be 
for-some-time  if-it-is  it-is-absolutely-necessary.  6. 
Let-us-be  most-natural  must-not-be  present-question 
such-is-not-the-case  this-is-aot-the-case  thought-we- 
were  to -state. 

SENTENCES.  1.  No  sensible-person  ever  made-an 
apology.  2.  To-love-one  that-is  great  is  almost  to-be 
great  one's-self.  3.  Xo  man  was  ever  so-much  deceived 
by  another  as  by  himself.  4.  Self-trust  Is-the  essence  of 
heroism. 


Pate 


i   V*         I 

1  0          <=><»         I,      ^-^ 

2  ^,      ^\X\ 

3  y  y  xn 


\ 


v 


V7 

r^) 


\ 


TRANSLATE. 
.     (?)       ' 


S_T-  ^\ 
I--  ^ 


_, I 

r  /^®^2.  /v^.rzr:.  J«© 
^  ^x/  c  <r~ ^ 
**  c  JL  r  s  r 


KEY  TO  PLATE. 


Line  1.  Might  mighty  date  edit  void  avoid  bate  abate 
gate  agate.  2.  Obliged  avoided  stopped  stood  cotered 
comrade  infidel  betide  esteem  immature.  3.  Evidence 
fortune  per  cent  swift  rhetoric  susceptible  judicial  In- 
tegrity catalogue.  4.  Estimate  ultimate  evident  Connecti- 
cut adjudicate  captivate  multiply  went  acquired  between. 
5.  Intentional  perpetual  apart  abstract  hermit  antagonism 
Presbyterian  prominent  return.  6.  Heat  taught  sort  as- 
similate athlete  dissipate  exult  ostentatious  added.  7. 
Schedule  seldom  despite  mutual  necessitate  beautiful 
delicate  district  integral.  8.  Prejudice  transact  promul- 
gate federal  intolerable  acquaintance  wayward  photo- 
graph intention.  9.  Advocate  defective  splendid  distinct 
distribute  stimulate  Instruct  Invested. 

WORD  AND  PHRASE  SIGNS.  10.  Feature  future  fact  as- 
tonish astonishment  establish  establishment  onward  wis- 
dom quite  history  world.  11.  If -It  It-ought  it-would  It-had 
at-it  do-It  had-it  of  It  have-It  have-had  people-of-God. 
12.  Historian  Act-of-Oongress  at-all-events  east-and- 
west  fear  of-God  good-and-bad  In-the-world  all-the- 
world. 

PHRASES.  13.  As-good-as  as-good-as-possible  could- 
never  could-not  God's  love  church-of-God  in-which-you- 
are-engaged  what-did.  14.  Was-recelved  whlch-ls-ln- 
tended  whlch-made  could  -nevertheless  as-good-as-lt  if- 
it-did  it-Is  admitted  thal-is  intended.  Translate  Line  15. 


WRITING  EXERCISE. 


Bed  could  good  shade  stood  decided  comrade  method 
Instead  evidence  educated  Invade  infidel. 

In  the  following  list  both  t  and  d  are  expressed  by  halv- 
ing- 1  pos.  east  bottom  got  did  light  bid  God  meet  invite 
might  indeed  fit  knot  lightning  lot  soft  spot.  Vocalize: 
Feat  beat  naught  caught  fought  dot  tight  deed  shot  night 
slight  naught  sift  feed  knight  neat  salt  sheet  spite  steed 
tide. 


Plate 


45 


n 


V*" 


v 

1    V    Cr     J,      ^ 

-     L 


8 
9 
10 


WORD-SIGKS. 


11     V. 
12 


13 


cu> 


•\ 


t 


H  S.-,- 


v 


L 


LENGTHENING  AND  SHORTENING. 


The  writing  of  a  curve  double  its  usual  length  signifies 
the  addition,  lirst,  of  tlir,  second,  tr,  and  third,  dr.  The 
writer's  aim  should  be  to  write  the  lengthened  curve 
more  than  twice  its  natural  length,  rather  than  less,  In 
order  to  obviate  any  liability  there  may  be  to  confound  it 
with  standard  letters.  For  convenience  long  curves  are 
named  fetter,  vetter,  thetter,  metier,  etc.  These  in  propor- 
tion to  their  length  are  bent  much  less  than  standard 
stems.  To  illustrate,  metter  extends  but  a  trifle  further 
above  the  line  than  m. 

The  lengthened  mp  adds  r  only,  signifying  mpr  or  mbr. 
Lengthened  ny  adds  kr  or  gr  only. 

This  principle  is  used  to  quite  an  extent  In  phrasing. 
Lengthening  a  curve  adds  there,  their  or  other.  Final  ng  is 
sometimes  lengthened  to  add  there  or  their. 

One  of  the  most  useful  contrivances  in  the  entire  sys- 
tem is  that  by  which  a  letter,  when  shortened  to  half  Its 
usual  length,  is  made  to  express  an  added  t  or  d.  Thus, 
b,  when  shortened  in  this  manner  is  read  bt,  as  in  bit,  or 
bd  as  in  bed;  k  when  halved,  bus  the  force  of  kt,  as  In 
cut,  or  kd  as  in  code.  T  and  d  are  the  most  frequently  re- 
curring con  sonants,  and  being  cognate s,  or  similar  sounds, 
no  ambiguity  results  from  the  expression  of  both  by  the 
same  contrivance. 

Learners  are  cautioned  not  to  write  the  shortened  let- 
ters more  than  half  the  usual,  or  standard  length,  else 
the  two  will  become  confounded.  The  practice  of  the 
writer  should  be  rather  to  foim  these  brief  signs  a  trifle 
less  than  the  standard  length.  To  avoid  confusion  not 
only  must  the  halved  letters  not  be  too  long,  but  those  of 
standard  length  also  should  not  be  too  short. 

Shoriened  curves  are,  In  proportion  to  their  length, 
bent  somewhat  morn  than  full  lengths;  as  an  illustration 
it  will  be  seen  that  mt  extends  almoi-t  as  far  above  the 
line  as  m.  This  practice  adds  to  the  angularity  of  many 
word-forms. 

When  t  or  d  is  followed  by  a  final  vowel,  It  cannot  be 
properly  expressed  by  the  'halving  principle;  for  if  it 
were  so  indicated.it  would  be  impossible  so  to  place  the 
final  vowel  that  it  would  be  read  last.  To  illustrate  t  in 
might,  may  be  expressed  by  shortened  m;  but  the  em- 
ployment of  the  stem  t  in  mighty  indicates  the  fact  of  a 
following  voweL 


13  late 


47 


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>,  «N 


Ll   * 

V  "^  «  •>   s/N/       \ 

i-%  S-'  I. '  9 


r 


%, 


I 


\  ^   f 

-A 


48 


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1—  "}     ^  (IT) 

./..  .   I        \  _  ,    X  V*/ 


j>  J       V  x 

^x    cv        U 
t>  «\^..^. 


XV",  ^  L.  V-l>V--(  ) 


TBAMBLATE. 

Matt.  chap.  5.  (f 


«\i   x 


®S>  V 


J 


*<*®S  xt  XI 


z 


s-l 


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xtp  « 

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)- 


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l_.V^x     c^   x@    X/     " 


r 


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\\ 


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N  V, 


49 


p 


cj?      J  _.._.  x>    6-4-   / 

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s  ^  T  5  x 


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54                                             VOCABULARY. 

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VOCABULARY.                                            55 

llotne 
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56                                            VOCABULARY. 

Invention               ^   ^        «     ,  »    -^. 

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Mercy/ 

VOCABULARY.                                             57 

Jferp                      /—  s      ^-v.    -  —  >       N>w-York-City 

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b                             Or-uot 

58                                              VOCABULARY. 

Other 
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Phonography 

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Poverty 

tion 

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Practical 

Record 

^ 

VOCABULAST.                                             59 

Reduction 

XI 

Seinsli 

Reference 
Reflection 

/b  /  /v_ 

Senior 
Sensation 

q       Q_^x 
_  /               I    o  e, 

Reform 

—* 

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sutijert 
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Revelation 
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Scripture 

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Stability 

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Season 

Ok                              

Statesman 

Secure 

J                        " 

Stenographer 

£~5      <^/>>^<5k>  

Self  -os  teem 

Stenographic 

60                                              VOCABULARY. 

Stenography 
StenoKraphlC- 

There 
Therefore 

") 

soclety 

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Temperament 
Temperance 

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True 
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Unity 

VOCABl'LART.                                             61 

Universal 

When-it 

Universe 

cxx~     cv     rs 

Whensoever 

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University 

1 

Where 

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Unless 
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Which-are-to- 

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have 

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Whichever 

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to-havu 
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not 

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Without 

62 


VOCABULARY. 


WltU-reference- 

to 

•\Vlth-reirard-to 
Wllli-ret>peU-to 

\Tltli-wliom 

Witness 
Woimin 

Women 
Word 

WorU-of-GoU 

Worker 

World 

Would 

Ye 

Year-» 

Yearly 

Yesterday 

Yet 

You 


Against 
Efficacy 
Terfect 

Mystery 

Manufacture 

Manufactory 

Right-hand 

Signify 

Youre-very-truly 


"irx 


Young 

Youngest 

Your 


Yonr-favor 

Yourself 

Yourselves 


Your-statement 

Yonrs-trnly 

Youth 


APPENDIX. 
>\ 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 
This  book  is  DUE  on  the  last  date  stamped  below. 


JL  2  7 1961 


in  L9-om-5,' 


A  """"""in  mil  IIIIIIIIHII 

000  583  837 


Z56 
3sh 


